Inclusive education and the State in the dock: Legal responsibility in guaranteeing education for children and adolescents with asd

Abstract

This study aims to assess the State's responsibility in guaranteeing the right to inclusive education for children and adolescents with Autism Spectrum Disorder (ASD). Despite legislative advances in Brazil, such as Law 12.764/12, which recognizes ASD as a disability, and the inclusion of autism in the 2020 demographic census, there are still difficulties in implementing effective public policies that ensure access to quality education for these students. The research adopted a qualitative approach, reviewing legislation, international treaties, case law and academic studies, in addition to analyzing cases of state omission in offering inclusive school environments. The results show that, although legislation protects the right to education, the practice still faces problems such as a lack of trained professionals, inadequate pedagogical resources and a lack of adaptations in schools. This negligence violates fundamental rights and prevents the full development of students with ASD, contributing to the maintenance of social inequalities. It is concluded that it is essential for the State to implement concrete actions, such as efficient public policies, training of specialized professionals and the creation of inclusive school environments. These measures are fundamental to guarantee the right to education, promote social inclusion and ensure the full development of children and adolescents with ASD, fostering a more just, equitable and inclusive society.